ספרא בקהילה

Published Articles

  1. Share, D. L. (2025). Blueprint for a universal theory of learning to read: The Combinatorial Model. Reading Research Quarterly, 60(2), e603.
  2. Shechter, A., & Share, D. L. (2025). Learning to Read and Developmental Dyslexia in Hebrew. Reading Research Quarterly, 60(1), e599.
  3. Yinon, R., Tal, D., Shaul, S., Kanat-Maymon, Y., & Katzir, T. (2025). Early Predictors of Hebrew Reading Development: A Multicomponent Model from Kindergarten Through First and Fourth Grades. Scientific Studies of
    Reading, 29(4), 351–370.
  1. Abu Ahmad, H., & Share, D. L. (2024). Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers. Developmental Psychology.
  2. Derawi, H., Roark, C. L., & Gabay, Y. (2024). Procedural auditory category learning is selectively disrupted in developmental language disorder. Psychonomic Bulletin & Review, 31(3), 1181-1192.
  3. Dotan, S., & Katzir, T. (2024). The effect of modality on reading comprehension of struggling and typical readers in the second and third grades. Journal of
    Research in Reading, 47(3), 292-308.
  4. Gabay, Y., Reinisch, E., Even, D., Binur, N., & Hadad, B. S. (2024). Intact utilization of contextual information in speech categorization in autism. Journal of
    Autism and Developmental Disorders, 54(10), 3837-3853.
  5. Gade, M., Philipp, A. M., & Prior, A. (2024). Different trajectories for becoming bilingual lead to comparable outcomes in cognitive flexibility. International
    Journal of Bilingualism, 13670069241240953.
  6. Haridas, M., Vasudevan, N., Raman, R., Share, D. L., & Nedungadi, P. (2024).
    Developing a multi-dimensional phonological and morphological framework for
    understanding reading and spelling acquisition: A study in Malayalam literacy
    learning. Reading and Writing, 37(10), 2883-2925.
  7. Hershman, R., Share, D. L., Weiss, E. M., Henik, A., & Shechter, A.
    (2024). Insights from eye blinks into the cognitive processes involved in visual word recognition. Journal of cognition, 7(1), 14.

  8. Jabbour-Danial, M., Share, D. L., & Shalhoub-Awwad, Y. (2024). Not just phonology: a longitudinal study of dyslexia subtypes based on the distinction between reading accuracy and reading rate. Frontiers in Language Sciences, 3,
    1390391.

  9. Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2024). The impact of verb inflectional distance on morphological awareness in Arabic diglossia: Insights from a longitudinal study (kindergarten to grade 3). Journal of Speech,
    Language, and Hearing Research, 1-17.
  10. Khoury-Metanis, A., & Khateb, A. (2024). Executive functions mediate fine motor skills’ contribution to literacy achievement: A longitudinal study of Arabic- speaking children. Reading and Writing, 37(3), 731-755.
  11. Lahoud, H., Eviatar, Z., & Kreiner, H. (2024). Eye-movement patterns in skilled Arabic readers: Effects of specific features of Arabic versus universal factors. Reading and Writing, 37(5), 1079-1108.
  12. Michaly, T., & Prior, A. (2024). Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality. Journal of Child Language, 1-26.
  13. Nativ, L., Nov, Y., Ordan, N., Wintner, S., & Prior, A. (2024). Do more proficient writers use fewer cognates in L2? A computational approach. Bilingualism: Language and cognition, 27(1), 84-94.
  14. Peskin, N., Behrmann, M., Gabay, S., & Gabay, Y. (2024). Atypical reliance on monocular visual pathway for face and word recognition in developmental dyslexia. Brain and cognition, 174, 106106.
  15. Sabag-Shushan, T., & Katzir, T. (2024). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 37(8), 1905-1929.
  16. Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1-30.
  17. Shaul, S., Lipka, O., Tal-Cohen, D., Bufman, A., & Dotan, S. (2024). The impact of school closures during the COVID-19 pandemic on reading fluency among second grade students: Socioeconomic and gender perspectives. Frontiers in Psychology, 15, 1289145.
  18. Shechter, A., Medina, S., Share, D. L., & Yashar, A. (2024). Language-universal and script-specific factors in the recognition of letters in visual crowding: The effects of lexicality, hemifield, and transitional probabilities in a right-to-left script. cortex, 171, 319-329.
  19. Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2024). On the role of morphology in early spelling in Hebrew and Arabic. Morphology, 34(2), 151-172.
  20. Shvartsman, M., & Shaul, S. (2024, October). Working memory profiles and their impact on early literacy and numeracy skills in kindergarten children. In Child & Youth Care Forum (Vol. 53, No. 5, pp. 1141-1171). New York: Springer US.
  21. Tal, D., & Shaul, S. (2024). The role of cognitive flexibility in emergent literacy. Journal of Applied Developmental Psychology, 94, 101692.
  22. Temelman-Yogev, L., Prior, A., & Katzir, T. (2024). Comprehension monitoring across languages–The effect of online feedback. Learning and Instruction, 92, 101928.
  23. Vasudevan, N., Haridas, M., Nedungadi, P., Raman, R., Daniels, P. T., & Share, D. L. (2024). A multi-dimensional framework for characterizing the role of writing system variation in literacy learning: A case study in Malayalam. Reading and Writing, 37(3), 581-614.
  24. Yinon, R., & Shaul, S. (2024). Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition. Reading and Writing, 1-25.
  1. Shvartsman, M., & Shaul, S. (2024, October). Working memory profiles and their impact on early literacy and numeracy skills in kindergarten children. In Child & Youth Care Forum (Vol. 53, No. 5, pp. 1141-1171). New York: Springer US.
  1. Eidlin-Levy, H., Avraham, E., Fares, L., & Rubinsten, O. (2023). Math anxiety affects career choices during development. International Journal of STEM Education, 10(1), 49.
  2. Levy, S., Turk-Browne, N. B., & Goldfarb, L. (2023). Impaired visuo-spatial statistical learning with mathematical learning difficulties. Visual Cognition, 31(2), 138-148.
  3. Shvartsman, M., & Shaul, S. (2023). The role of working memory in early literacy and numeracy skills in kindergarten and first grade. Children, 10(8), 1285.
  4. Sury, D., & Rubinsten, O. (2023). Implicit Processing of Numerical Order: Evidence from a Continuous Interocular Flash Suppression Study. Journal of Intelligence, 11(5), 96.
  1. Keleynikov, M., Cohen, N., & Benatov, J. (2024). Maternal distress during the COVID-19 outbreak: A socio-ecological perspective. Plos one, 19(5), e0302266.
  2. Sabag-Shushan, T., & Katzir, T. (2024). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 37(8), 1905-1929.
  3. Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1-30.
  4. Trautwein, F. M., Schweitzer, Y., Dor-Ziderman, Y., Nave, O., Ataria, Y., Fulder, S., & Berkovich-Ohana, A. (2024). Suspending the embodied self in meditation attenuates beta oscillations in the posterior medial cortex. Journal of Neuroscience, 44(26).
  1. Arbel, R., Szpiro, S. F., Sagi, J., Khuri, M., Berkovits, L., & Cohen, N. (2024). Reappraising negative emotions reduces distress during the COVID-19 outbreak. Current Psychology, 43(15), 14053-14062.
  2. Berkovich-Ohana, A., Brown, K. W., Gallagher, S., Barendregt, H., Bauer, P., Giommi, F., … & Amaro, A. (2024). Pattern theory of selflessness: How meditation may transform the self-pattern. Mindfulness, 15(8), 2114-2140.
  3. Buchanan, E., Lewis, S., Paris, B., Forscher, P., Pavlacic, J., Beshears, J., … Cohen, N., & Primbs, M. (2023). The Psychological Science Accelerator’s COVID-19 rapid-response dataset. Scientific Data, 10(1), 87.
  4. David, J., Bouso, J. C., Kohek, M., Ona, G., Tadmor, N., Arnon, T., … & Berkovich-Ohana, A. (2023). Ayahuasca-induced personal death experiences: prevalence, characteristics, and impact on attitudes toward death, life, and the environment. Frontiers in Psychiatry, 14, 1287961.
  5. De Smet, S., Cohen, N., & Vanderhasselt, M. A. (2023). Boosting affective control with bifrontal transcranial direct current stimulation (tDCS): a proof-of-concept study in healthy individuals. Behaviour Research and Therapy, 169, 104401.
  6. Górska, G., Berkovich-Ohana, A., Klimecki, O., & Trautwein, F. M. (2023). Situational assessment of empathy and compassion: Predicting prosociality using a video-based task. Plos one, 18(12), e0289465.
  7. Keleynikov, M., Benatov, J., & Cohen, N. (2023). Emotion regulation among parents raising a child with disability: A systematic review and conceptual model. Journal of Child and Family Studies, 32(3), 858-875.
  8. Levy, S., Cohen, N., & Weinbach, N. (2023). Negative and positive interpretations of emotionally neutral situations modulate the desire to eat personally craved foods. Appetite, 191, 107092.
  9. Massarwe, A., & Cohen, N. (2023). Understanding the benefits of extrinsic emotion regulation in depression. Frontiers in psychology, 14, 1120653.
  10. Nashashibi, L., Khouri, M., Meretyk, I., Livni, T., Cohen, N., & Fruchter, E. (2023). Working in corona-designated departments in a fortified underground hospital: Concerns about corona and predictors of job burnout. Frontiers in Psychiatry, 14, 1105632.
  11. Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied psycholinguistics, 44(1), 29-50.
  12. Shemesh, L., Mendelsohn, A., Panitz, D. Y., & Berkovich-Ohana, A. (2023). Enhanced declarative memory in long-term mindfulness practitioners. Psychological Research, 87(1), 294-307.
  1. Berger, R., Benatov, J., Karna, A., Wu, R., Tarrasch, R., van Schaik, S. D., & Brenick, A. (2024). Cultivating compassion in Jewish-Israeli kindergartners: The effectiveness of mindfulness-and empathy-based interventions as facilitators of compassion. Early Education and Development, 35(6), 1353-1373.
  2. Grimland, M., Benatov, J., Yeshayahu, H., Izmaylov, D., Segal, A., Gal, K., & Levi‐Belz, Y. (2024). Predicting suicide risk in real‐time crisis hotline chats integrating machine learning with psychological factors: Exploring the black box. Suicide and Life‐Threatening Behavior, 54(3), 416-424.
  3. Lipka, O., & Sarid, M. (2024). Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: A mixed methods examination. International Journal of Inclusive Education, 28(9), 1720-1739.
  4. Sarid, M., & Lipka, O. (2024). The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 39(1), 253-274.
  1. Gabay, Y., Karni, A., & Holt, L. L. (2023). Memory for incidentally learned categories evolves in the post-learning interval. Elife, 12, e81855.
  2. Gabay, Y., Madlansacay, M., & Holt, L. L. (2023). Incidental auditory category learning and visuomotor sequence learning do not compete for cognitive resources. Attention, Perception, & Psychophysics, 85(2), 452-462.
  3. Hoogsteen, K. M., & Szpiro, S. (2023). A holistic understanding of challenges faced by people with low vision. Research in Developmental Disabilities, 138, 104517.
  4. Nissan, N., Hertz, U., Shahar, N., & Gabay, Y. (2023). Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders. Behavioral and Brain Functions, 19(1), 6.
  5. Sarid, M., & Lipka, O. (2023). Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era. Frontiers in Psychology, 14, 1172771.
  6. Zorach, I. A., & Lipka, O. (2023). Adjustment to higher education among students with mental health disorders. Higher education research & development, 42(1), 1-17.
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